Pub Date : 1900-01-01DOI: 10.4314/sajee.v32i1.152737
M. Ketlhoilwe, N. Silo
Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is based on teacher education programmes in Botswana teacher education institutions (colleges of education) where a few teacher educators were introduced to Education for Strong Sustainability and Agency (ESSA) change projects. Preliminary results of the change projects’ evaluation indicate that change project ideas were enthusiastically accepted by teacher-educators and students across the teacher education colleges in Botswana. This research is a follow-up to change project implementation and its outcomes in two teacher education institutions in Botswana. It is framed within a project-based learning approach in teacher education. Data were generated through site visit observations and interviews with teacher-educators and studentteachers. The outcome indicated the viability of project-based learning (PBL) as an appropriate approach to transformative pedagogies for ESD in teacher education. The PBL approach is recommended for teacher training education to facilitate strong sustainability and agency among student-teachers. Key words: project-based learning, change project, ESD, environmental education, teacher education.
{"title":"Change Project-Based Learning in Teacher Education in Botswana","authors":"M. Ketlhoilwe, N. Silo","doi":"10.4314/sajee.v32i1.152737","DOIUrl":"https://doi.org/10.4314/sajee.v32i1.152737","url":null,"abstract":"Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is based on teacher education programmes in Botswana teacher education institutions (colleges of education) where a few teacher educators were introduced to Education for Strong Sustainability and Agency (ESSA) change projects. Preliminary results of the change projects’ evaluation indicate that change project ideas were enthusiastically accepted by teacher-educators and students across the teacher education colleges in Botswana. This research is a follow-up to change project implementation and its outcomes in two teacher education institutions in Botswana. It is framed within a project-based learning approach in teacher education. Data were generated through site visit observations and interviews with teacher-educators and studentteachers. The outcome indicated the viability of project-based learning (PBL) as an appropriate approach to transformative pedagogies for ESD in teacher education. The PBL approach is recommended for teacher training education to facilitate strong sustainability and agency among student-teachers. Key words: project-based learning, change project, ESD, environmental education, teacher education.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"64 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114124482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V26I0.122818
M. Mukute
This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
{"title":"Cultural Historical Activity Theory, Expansive Learning and Agency in Permaculture Workplaces","authors":"M. Mukute","doi":"10.4314/SAJEE.V26I0.122818","DOIUrl":"https://doi.org/10.4314/SAJEE.V26I0.122818","url":null,"abstract":"This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129697426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V21I0.122680
T. Mokuku, C. Mokuku
This paper is based on part of a broad study to investigate indigenous knowledge applied by the Lesotho Highlands communities to conserve biodiversity. A questionnaire was administered in 12 villages, to a population of 139 interviewees. It guided interviews on conservation of selected faunal and floral species with various community groups in the highlands: men, women, herd-boys and school pupils. It is illustrated that there are practices and beliefs about certain species that contribute towards their conservation. Through these beliefs species are perceived to have powers to cause certain awesome consequences for humans if destroyed, seen or encountered, and some species are believed to have abilities to communicate some messages to humans. It is argued that these beliefs and practices reflect evidence of the existence of a complex epistemological framework characterised by physical and spiritual interconnections of humans with other species. Some implications of the emergent epistemology for educational and conservation approaches are discussed.
{"title":"The Role of Indigenous Knowledge in Biodiversity Conservation in the Lesotho Highlands: Exploring Indigenous Epistemology","authors":"T. Mokuku, C. Mokuku","doi":"10.4314/SAJEE.V21I0.122680","DOIUrl":"https://doi.org/10.4314/SAJEE.V21I0.122680","url":null,"abstract":"This paper is based on part of a broad study to investigate indigenous knowledge applied by the Lesotho Highlands communities to conserve biodiversity. A questionnaire was administered in 12 villages, to a population of 139 interviewees. It guided interviews on conservation of selected faunal and floral species with various community groups in the highlands: men, women, herd-boys and school pupils. It is illustrated that there are practices and beliefs about certain species that contribute towards their conservation. Through these beliefs species are perceived to have powers to cause certain awesome consequences for humans if destroyed, seen or encountered, and some species are believed to have abilities to communicate some messages to humans. It is argued that these beliefs and practices reflect evidence of the existence of a complex epistemological framework characterised by physical and spiritual interconnections of humans with other species. Some implications of the emergent epistemology for educational and conservation approaches are discussed.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126482804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V31I1.137658
D. McGarry
This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence. Keywords : Connective aesthetics, transgressive learning, transformation, social learning, transdisciplinary praxis, practice-based research, commons, ecological citizenship.
{"title":"The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning","authors":"D. McGarry","doi":"10.4314/SAJEE.V31I1.137658","DOIUrl":"https://doi.org/10.4314/SAJEE.V31I1.137658","url":null,"abstract":"This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence. Keywords : Connective aesthetics, transgressive learning, transformation, social learning, transdisciplinary praxis, practice-based research, commons, ecological citizenship.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"35 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121240088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V23I0.122722
G. Nhamo
This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.
{"title":"Actor/Actant-Network Theory as Emerging Methodology for Environmental Education Research in Southern Africa","authors":"G. Nhamo","doi":"10.4314/SAJEE.V23I0.122722","DOIUrl":"https://doi.org/10.4314/SAJEE.V23I0.122722","url":null,"abstract":"This paper deliberates on actor/actant-network theory (AANT) as methodology for policy research in environmental education (EE). Insights are drawn from work that applied AANT to research environmental policy processes surrounding the formulation and implementation of South Africa’s Plastic Bags Regulations of 2003. The paper reveals that the application of AANT methodology made it possible to trace relationships, actors, actants and actor/actant-networks surrounding the Plastic Bags Regulations as quasi-object (token). The methodology also enabled a focus on understanding and investigating tensions, debates and responses emerging from the policy process. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether to use the command and control approach – preferred by Organised Government – or self regulation – preferred by Organised Business and Organised Labour). From these findings, a series of conceptual frameworks were drawn up as identified around key actors and actor/actant-networks. The conceptual frameworks included among them, Organised Government, Organised Business and Organised Labour.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129313367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V4I0.137374
Sue Hart
This paper describes a teacher aid programme on the honeybee, which is considered an ideal subject for cross-curricula study. The rationale of development is outlined and the content of the tape, wall charts and handbook are discussed. Examples from the teacher's handbook are given.
{"title":"The Honey bee across the curriculum","authors":"Sue Hart","doi":"10.4314/SAJEE.V4I0.137374","DOIUrl":"https://doi.org/10.4314/SAJEE.V4I0.137374","url":null,"abstract":"This paper describes a teacher aid programme on the honeybee, which is considered an ideal subject for cross-curricula study. The rationale of development is outlined and the content of the tape, wall charts and handbook are discussed. Examples from the teacher's handbook are given.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128740534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V25I0.122773
J. Lupele
This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekstrom, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.
{"title":"Underlying Mechanisms Affecting Institutionalisation of Environmental Education Courses in Southern Africa","authors":"J. Lupele","doi":"10.4314/SAJEE.V25I0.122773","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122773","url":null,"abstract":"This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekstrom, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125391994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V32I1.152718
L. Grange
In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that responses to this historical moment must overcome correlationalism generally, and in particular a narrow form of it called instrumental rationality. Correlationalism means that reality appears only as the correlate of human thought. I suggest that sustainability might be liberated from the fetters of correlationalism by invoking a metaphor from jazz music, improvisation. Improvisation that is anti-correlationalist involves being attuned to the reverberations of the earth, to its materials flows, rhythms and intensities. Moreover, pedagogy as improvisation does not merely use the earth as a stage on which pedagogical acts are performed, but pedagogy is bent by the earth. Moreover, sustainability education involves the development of sensibilities that are an amalgam of visual (videre), listening (sontare) and feeling (sentire).
{"title":"Think piece : sustainability education and (curriculum) improvisation","authors":"L. Grange","doi":"10.4314/SAJEE.V32I1.152718","DOIUrl":"https://doi.org/10.4314/SAJEE.V32I1.152718","url":null,"abstract":"In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that responses to this historical moment must overcome correlationalism generally, and in particular a narrow form of it called instrumental rationality. Correlationalism means that reality appears only as the correlate of human thought. I suggest that sustainability might be liberated from the fetters of correlationalism by invoking a metaphor from jazz music, improvisation. Improvisation that is anti-correlationalist involves being attuned to the reverberations of the earth, to its materials flows, rhythms and intensities. Moreover, pedagogy as improvisation does not merely use the earth as a stage on which pedagogical acts are performed, but pedagogy is bent by the earth. Moreover, sustainability education involves the development of sensibilities that are an amalgam of visual (videre), listening (sontare) and feeling (sentire).","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126994499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V25I0.122768
O. Shumba, R. Kasembe, C. Mukundu, C. Muzenda
This paper presents perspectives on sustainability, quality and relevance of education found in a resettlement community in Zimbabwe. The exploratory research triangulated data from community meetings, interviews, focus group discussions and digital photography. The results showed that the community lived in a context of risk and vulnerability where a range of economic, cultural, social and environment issues and poor quality of education posed a threat to the quality of life. Tensions in the community and between the school and community, lack of solidarity, and the weakening of the traditional Unhu/Ubuntu moral and ethical framework contributed to the community’s failure to envision and implement interventions towards quality education and towards sustainable development. The participatory research helped ease these tensions, enabling it to realise opportunities to deal with some of its sustainability issues. It enhanced teacher– community relations, leading to cooperation and solidarity around school improvement and environmental projects. The case study demonstrated the relevance of environmental education and education for sustainable development to quality of formal education in the school community and to the quality of formal and informal education in the broader community context.
{"title":"Environmental Sustainability and Quality Education: Perspectives from a community living in a context of poverty","authors":"O. Shumba, R. Kasembe, C. Mukundu, C. Muzenda","doi":"10.4314/SAJEE.V25I0.122768","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122768","url":null,"abstract":"This paper presents perspectives on sustainability, quality and relevance of education found in a resettlement community in Zimbabwe. The exploratory research triangulated data from community meetings, interviews, focus group discussions and digital photography. The results showed that the community lived in a context of risk and vulnerability where a range of economic, cultural, social and environment issues and poor quality of education posed a threat to the quality of life. Tensions in the community and between the school and community, lack of solidarity, and the weakening of the traditional Unhu/Ubuntu moral and ethical framework contributed to the community’s failure to envision and implement interventions towards quality education and towards sustainable development. The participatory research helped ease these tensions, enabling it to realise opportunities to deal with some of its sustainability issues. It enhanced teacher– community relations, leading to cooperation and solidarity around school improvement and environmental projects. The case study demonstrated the relevance of environmental education and education for sustainable development to quality of formal education in the school community and to the quality of formal and informal education in the broader community context.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123601231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4314/SAJEE.V27I0.122876
J. Kioko, J. Kiringe
The factors influencing formally and informally educated youth’s knowledge, attitudes and practices pertaining to wildlife and environmental conservation were assessed in southern Kenya. Using a stratified population sample with evenly spread gender, students in lower primary, upper primary and secondary schools were interviewed. Maasai morans – informally educated Maasai – youth were interviewed as well. Youth whose parents were engaged in tourism-related activities were more positive towards wildlife and environmental conservation. Tourism and foreign exchange were seen as the most important benefits of conserving elephants and other wildlife. Generally male respondents had more positive attitudes towards elephant presence within their land. Schooling and participation in extra-curriculum activities through clubs positively influenced the youth’s perceptions of wildlife and environmental conservation. The authors emphasise the role of formal education and environmental clubs in enhancing sustainable environmental and wildlife conservation. Several challenges limit student participation in environmental club activities among most schools. Increased support for education among the youth and improved support for environmental and wildlife clubs can be beneficial to wildlife and environmental conservation.
{"title":"Youth’s Knowledge, Attitudes and Practices in Wildlife and Environmental Conservation in Maasailand, Kenya","authors":"J. Kioko, J. Kiringe","doi":"10.4314/SAJEE.V27I0.122876","DOIUrl":"https://doi.org/10.4314/SAJEE.V27I0.122876","url":null,"abstract":"The factors influencing formally and informally educated youth’s knowledge, attitudes and practices pertaining to wildlife and environmental conservation were assessed in southern Kenya. Using a stratified population sample with evenly spread gender, students in lower primary, upper primary and secondary schools were interviewed. Maasai morans – informally educated Maasai – youth were interviewed as well. Youth whose parents were engaged in tourism-related activities were more positive towards wildlife and environmental conservation. Tourism and foreign exchange were seen as the most important benefits of conserving elephants and other wildlife. Generally male respondents had more positive attitudes towards elephant presence within their land. Schooling and participation in extra-curriculum activities through clubs positively influenced the youth’s perceptions of wildlife and environmental conservation. The authors emphasise the role of formal education and environmental clubs in enhancing sustainable environmental and wildlife conservation. Several challenges limit student participation in environmental club activities among most schools. Increased support for education among the youth and improved support for environmental and wildlife clubs can be beneficial to wildlife and environmental conservation.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"245 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131283592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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